Improving Students' Scientific Argumentation Ability Through Argument-Driven Inquiry Learning Accompanied by Procedural E-Scaffolding

Scientific argumentation is a communication skill that needs to be enhanced in the 21st century. Research on scientific argumentation using Argument-Driven Inquiry (ADI) learning accompanied by procedural e-scaffolding is still limited. This article reports the results of a study that combined Argument-Driven Inquiry learning with procedural e-scaffolding. This research was conducted in three classes divided into the ADI-ES class, ADI class, and control class. The learning process was conducted online, and data were collected using Google Forms. Furthermore, the data were analyzed using ANOVA and post hoc tests. The results showed that there were differences in students’ scientific argumentation abilities before and after learning. Among the three classes, the ADI-ES class demonstrated greater improvement in scientific argumentation ability compared to the other classes. In addition, the comment feature in Google Docs can be further utilized to support e-scaffolding during the learning process.